Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

June 5-9, 13-16, 2017

DLP Learning Area: SHS Grade Level: 11/12 Quarter: Duration:

No.: Empowerment Technologies I 2 weeks

Learning Competency/ies: Independently compose an insightful reflection paper Code:

(Taken from the Curriculum Guide) on the nature of ICT in the context of their lives, society, CS_ICT11/12-ICTPT-
Ia-b-1;
and professional tracks (Arts, Tech-Voc, Sports, CS_ICT11/12-ICTPT-
Academic); Ia-b-2; and
CS_ICT11/12-ICTPT-
Ia-b-3
Compare and contrast the nuances of varied online
platforms, sites, and content to best achieve specific
class objectives or address situational challenges

Key Concepts / ICT, global communication for professional track

Understandings to be Online systems

Developed

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, 1. Objectives

s. 2015)
Knowledge Categories:ICT, Online systems Behavioral Verbs:
The fact or
condition of
knowing Remembering identify, retrieve,
something with The learner can recall information and retrieve recognize, duplicate, list,
familiarity relevant knowledge from long-term memory memorize, repeat,
gained through describe, reproduce
experience or
association

Understanding interpret, exemplify, Compare and contrast the

The learner can construct meaning from oral, classify, summarize, infer,
written and graphic messages compare, explain, nuances of varied online
paraphrase, discuss platforms, sites, and its contents

Skills Applying execute, implement, Use online platforms, sites, and its
The ability and The learner can use information to demonstrate, dramatize,
capacity undertake a procedure in familiar interpret, solve, use, contents (e.g. Wix.com, Weebly.com,
acquired situations or in a new way illustrate, convert, https://sites.google.com/)
through discover
deliberate,
systematic, Analyzing differentiate, distinguish, Differentiate the online platforms, sites
and sustained The learner can distinguish between compare, contrast,
effort to parts and determine how they relate to organize, outline, and its contents.
smoothly and one another, and to the overall attribute, deconstruct
adaptively structure and purpose
carryout
complex coordinate, measure,
activities or
Evaluating Evaluate the online platforms, sites and
The learner can make judgments and detect, defend, judge,
the ability,
justify decisions argue, debate, describe, its contents using the group reflection
coming from critique, appraise,
one's paper, reflection paper guides and its
evaluate
knowledge, rubrics.
practice,
aptitude, etc., generate, hypothesize,
Creating Develop Google Sites for Students’
to do plan, design, develop,
The learner can put elements together
something
to form a functional whole, create a produce, construct, Online Portfolio with “reflection papers”
new product or point of view formulate, assemble, as web page.
devise
Attitude Categories: List of Attitudes: Choose online
Growth in 1. Receiving Phenomena - Awareness, willingness to hear, Self-esteem, Self-confidence,
platforms, sites
feelings or selected attention Wellness, Respect, Honesty, Personal
emotional areas. Behavioral Verbs: ask, choose, describe, erect, follow, discipline, Perseverance, Sincerity, and its contents
A settled way of give, hold, identify, locate, name, point to, reply, select, sit, Patience, Critical thinking, Open-
thinking or Study, use mindedness, Interest, Courteous,
feeling about Obedience, Hope, Charity, Fortitude,
someone or Resiliency, Positive vision,
something, 2. Responding to Phenomena - Active participation on the Acceptance, Determined, Comply
typically one that part of the learners. Attends and reacts to a particular Independent , Gratitude, Tolerant,
is reflected in a phenomenon. Learning outcomes may emphasize Cautious, Decisive, Self-Control, assigned tasks
person’s compliance in responding, willingness to respond, or Calmness, Responsibility,
behavior satisfaction in responding (motivation). Accountability, Industriousness,
Behavioral Verbs: aid, answer, assist, comply, conform, Industry, Cooperation, Optimism,
discuss, greet, help, label, perform, practice, present, read, Satisfaction, Persistent, Cheerful,
recite, report, select, tell, write Reliable, Gentle, Appreciation of
one’s culture, Globalism,
Compassion, Work Ethics, Creativity,
3. Valuing - Attaches to a particular object, phenomenon, or Entrepreneurial Spirit, Financial
Literacy, Global, Solidarity, Making a
Share the
behavior. This ranges from simple acceptance to the more
complex state of commitment. Valuing is based on the stand for the good, Voluntariness of essence of
internalization of a set of specified values, while clues to human act, Appreciation of one’s
rights, Inclusiveness, Thoughtful,
valuing online
these values are expressed in the learner's overt behavior
and are often identifiable. Seriousness, Generous, Happiness, platforms,
Modest, Authority, Hardworking,
Behavioral Verbs: work, complete, demonstrate, online safety
Realistic, Flexible, Considerate,
differentiate, explain, follow, form, initiate, invite, join, justify,
propose, read, report, select, share, study
Sympathetic, Frankness including
security,
ethics and
etiquette
4. Organization - Organizes values into priorities by Contextualize
contrasting different values, resolving conflicts between
them, and creating a unique value system. The emphasis is online search
on comparing, relating, and synthesizing values. and research
Behavioral Verbs: adhere, alter, arrange, combine,
compare, complete, defend, explain, formulate, generalize, skills
identify, integrate, modify, order, organize, prepare, relate,
synthesize

5. Internalizing values - (Characterization): Has a value system Perform

that controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the learner. consistently
Instructional objectives are concerned with the student's general and
patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, pervasively
listen, modify, perform, practice, propose, qualify, question, according to
revise, serve, solve, verify
the norms

Values Categories: List of Values: Internalize the

A learner's 1. Receiving Phenomena - Awareness, willingness to hear, 1. Maka-Diyos
principles or selected attention Love of God, Faith, Trusting,
stated list of
standards of Behavioral Verbs: ask, choose, describe, erect, follow, Spirituality, Inner Peace, Love of values for being
behavior; one's give, hold, identify, locate, name, point to, reply, select, truth, Kindness, Humble
judgment of what sit, Study, use God-centered
is important in 2. Responding to Phenomena - Active participation on the
life. part of the learners. Attends and reacts to a particular
Go beyond phenomenon. Learning outcomes may emphasize compliance
learner’s life on in responding, willingness to respond, or satisfaction in
earth, include responding (motivation).
more than wealth Behavioral Verbs: aid, answer, assist, comply,
and fame, and conform, discuss, greet, help, label, perform, practice,
would affect the present, read, recite, report, select, tell, write
eternal destiny of 3. Valuing - Attaches to a particular object, phenomenon, or
millions. behavior. This ranges from simple acceptance to the more
Intentionally complex state of commitment. Valuing is based on the
adding value to internalization of a set of specified values, while clues to these
people values are expressed in the learner's overt behavior and are
everyday. 2. Maka-tao
often identifiable.
Concern for Others, Respect for
Behavioral Verbs: work, complete, demonstrate, human rights, Gender equality, Family Perform
differentiate, explain, follow, form, initiate, invite, join, Solidarity, Generosity, Helping, assigned tasks
justify, propose, read, report, select, share, study Oneness
4. Organization - Organizes values into priorities by with the
contrasting different values, resolving conflicts between them, concern for
and creating a unique value system. The emphasis is on
others but not
comparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combine, limited to
compare, complete, defend, explain, formulate, human rights,
generalize, identify, integrate, modify, order, organize, gender
 prepare, relate, synthesize equality, family
5. Internalizing values - (Characterization): Has a value
system that controls their behavior. The behavior is pervasive, solidarity,
consistent, predictable, and most importantly, characteristic of generosity, and
the learner. Instructional objectives are concerned with the
helping
student's general patterns of adjustment (personal, social,
emotional). oneness
Behavioral Verbs: act, discriminate, display, influence,
3. Makakalikasan
listen, modify, perform, practice, propose, qualify,
Care of the environment, Disaster
question, revise, serve, solve, verify
Risk Management, Protection of the Defend and
Environment, Responsible care for the
Consumerism, Cleanliness,
environment
Orderliness, Saving the ecosystem,
Environmental sustainability from man-made
and natural
disasters
4. Makabansa Propose a
Peace and order, Heroism and
Appreciation of Heroes, National good website to
Unity, Civic Consciousness, Social advocate
responsibility, Harmony, Patriotism,
peace and
Productivity
order, heroism
and
appreciation of
heroes,
national unity
etc...

2. Content ICT Technologies, online systems, functions and platforms; online safety,
security, ethics and etiquette; and contextualized online search and research
skills

3. Learning Resources Curriculum Guide (CG) Google Books, Google Site, Wix.com, Weebly.com

4. Procedures
4.1 Introductory Activity (____ minutes). This Curriculum Present this URL:
part introduces the lesson content. Although at times Contextualization http://dalaguete.gov.ph/history/tri-centennial-celebration
optional, it is usually included to serve as a warm-up
Localization: and this link: http://dalaguete.gov.ph/po-products
activity to give the learners zest for the incoming
Consider/include here
lesson and an idea about what it to follow. One
the appropriate Local
principle in learning is that learning occurs when it is
Heritage Themes:
Present the link of the PreTest:
conducted in a pleasurable and comfortable https://docs.google.com/a/deped.gov.ph/forms/d/e/1FAI
A. Annual Rites,
atmosphere.
Festivals, and pQLSdtD74kGfMLF_-z-
Rituals m_IqfmOLLeIzQjcjxfNNQewbnrwslJr1Q/viewform
(Historical/Religious
Festivals, Local
Cultural Festivals,
4.2 Activity/Strategy (____ minutes). This is an Local Present online slides:
interactive strategy to elicit learner’s prior learning Delicacies/Products Present online slides on ICT Technologies;
experience. It serves as a springboard for new Festivals, Rituals, Create a website using Weebly.com and create web
learning. It illustrates the principle that learning starts Wedding Ritual,
where the learners are. Carefully structured activities Palihi Ritual, Burial
menus and link a website or webpage; create a website
such as individual or group reflective exercises, group Ritual, using Google Site; and click here for more
discussion, self-or group assessment, dyadic or triadic B Literary Anthologies
interactions, puzzles, simulations or role-play, Written In Local
cybernetics exercise, gallery walk and the like may be Language (BALITAW,
created. Clear instructions should be considered in this BALAK, Folktales/ Short
part of the lesson. Stories, Local Heroes
C. Historical Events,
4.3 Analysis (____ minutes). Essential questions Enduring Values, How online slides shall be linked to students’
are included to serve as a guide for the teacher in Indigenous Materials, websites? Click here.
clarifying key understandings about the topic at hand. Indigenous Cultural
Critical points are organized to structure the Communities/Indigenous
discussions allowing the learners to maximize People, Indigenous
interactions and sharing of ideas and opinions about Games
expected issues. Affective questions are included to D. Topography, Flora/
elicit the feelings of the learners about the activity or Fauna (Falls, Mountains,
the topic. The last questions or points taken should River, Cave, Trees,
lead the learners to understand the new concepts or Flower, Fauna
skills that are to be presented in the next part of the E. Food & Local
lesson. products
4.4 Abstraction (____ minutes). This outlines the G. Role Model Family Group discussions shall be made and summarize
key concepts, important skills that should be applied knowledge with proper attitudes to consider
enhanced, and the proper attitude that should be
and enhance the skills of students to achieve and
emphasized. This is organized as a lecturette that
summarizes the learning emphasized from the activity, produce good outputs (e.g. students’ websites)
analysis and new inputs in this part of the lesson.

4.5 Application (____ minutes). This part is Develop websites to showcase their applied
structured to ensure the commitment of the learners to knowledge with commitment and apply their new
do something to apply their new learning in their own
learning by using online platforms to tell the world of
environment.
their works and contexts in relation to their
environment.

4.6 Assessment (___ minutes). For the Teacher
to: a) Assess whether learning objectives have been
met for a specified duration, b) Remediate and/or
enrich with appropriate strategies as needed, and c)
Evaluate whether learning intentions and success
criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the
lesson). Choose any from the Assessment Methods
below:
Online quizzes using Google Form shall be presented
to students. Valid Gmail account is needed for them
submit their responses. And their scores can be viewed
by them right away. If students got below 7 over 10.
Those students can browse again the online slides and
retake the online quiz. Online Quiz 01, Online Quiz 02,

Assessment Method Possible Activities Online assessment method shall be used

a) Observation Investigation, Role Play, Demonstration, Group Activity (e.g. Choral Reading)
(Formal and informal observations of learners’ Oral Presentation, Dance,
Musical Performance, Skill shall be done by students.
performance or behaviors are recorded, based on
assessment criteria) Demonstration, Group
Activity (e.g. Choral
Reading), Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment

b) Talking to Learners / Conferencing Hands-on Math Activities,

(Teachers talk to and question learners about their learning Written Work and Essay,
Picture Analysis, Comic Written Work and Essay and Panel Discussion are
to gain insights on their understanding and to progress and
clarify their thinking) Strip, Panel Discussion, desired.
Interview, Think-Pair-
Share, Reading

c) Analysis of Learners’ Products Worksheets for all subjects,

(Teachers judge the quality of products produced by Essay, Concept
Maps/Graphic Organizer, Maps/Graphic Organizer, Multi-media Presentation,
learners according to agreed criteria)
Project, Model, Artwork, Product made in technical-vocational subjects are
Multi-media Presentation,
also the possible assessment.
Product made in technical-
vocational subjects
 d) Tests Skill Performance Test,
(Teachers set tests or quizzes to determine learners’ ability Open-Ended Question,
to demonstrate mastery of a skill or knowledge of content) Practicum, Pen and Paper Online Quiz 01
Test, Pre and Post Test, Online Quiz 02
Diagnostic Test, Oral Test,
Quiz
Online Quiz

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

● Reinforcing / strengthening the day’s lesson

● Enriching / inspiring the day’s lesson

● Enhancing / improving the day’s lesson

● Preparing for the new lesson Online Slides and Power-Point Presentations with
animations shall be prepared by students for their
assignment.

4.8 Concluding Activity (____ minutes). There is something in the web that can change some
This is usually a brief but affective closing activity such as a strong quotation, a people or remind them to save their environments… by
short song, an anecdote, parable or a letter that inspires the learners to do George P. Lumayag @
something to practice their new learning. http://www.georgelumayag.com/

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the
following day in case of re-teaching or lack of time, transfer of lesson to the following day,
in cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s
progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions. Indicate below whichever is/are appropriate.

A. No. of learners who

earned 80% in the
evaluation.
 B. No. of learners who
require additional
activities for
remediation.

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson.

D. No. of learners who

continue to require
remediation.

E. Which of my learning
strategies worked
well? Why did these
work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by:
Name: GEORGE P. LUMAYAG School: DALAGUETE NHS

Position/Designation: SST3 Division: CEBU

Contact Number: 09213964825 Email address: george.lumayag@deped.gov.ph

Bibliography

https://www.iirp.edu/pdf/IIRP-Reflection-Tip_Sheet.pdf
Michael Solomon, Rebekah Russell-Bennett, Josephine Previte (2013). Consumer Behaviour. Retrieved from
www.books.google.com on May 31, 2017 @
https://books.google.com.ph/books?id=ajDiBAAAQBAJ&pg=PA347&dq=varied+online+platforms,
+sites+and+content&hl=en&sa=X&redir_esc=y#v=onepage&q=varied%20online%20platforms%2C%20sites%20and
%20content&f=false
Tad Boomer (2017). Building Websites with E107: A Step by Step Tutorial to Getting Your E107. Retrieved from

H. Anthony Bandy (2013) eBooked! Integrating Free Online Book Sites into Your Library Collection. Retrieved
from www.books.google.com on May 31, 2017 @ https://books.google.com.ph/books?
id=Z64cAgAAQBAJ&pg=PR5&dq=online+sites+and+contents&hl=en&sa=X&ved=0ahUKEwjv0YmY55nUAhWBNpQKH
TpEDysQ6AEIJDAA#v=onepage&q=online%20sites%20and%20contents&f=false
http://www.thefreedictionary.com/nuances
https://www.wix.com/
https://www.weebly.com/
https://sites.google.com/
https://books.google.com/
http://dalaguete.gov.ph/history/tri-centennial-celebration
http://dalaguete.gov.ph/po-products
http://www.georgelumayag.com/
https://www.youtube.com/watch?v=uA4U1IAZCR0
https://www.youtube.com/watch?v=cnNYJdA40vA
https://www.youtube.com/watch?v=RodUHlwVabA
https://www.youtube.com/watch?v=_Yrm1hKh3eQ

Appendices: (attach all materials that will be used)

1. Activity Sheet … Group Reflection Paper
2. Formative Assessment … Online Quiz 01, Online Quiz 02
3. Answer Key … https://sites.google.com/deped.gov.ph/empowermenttechnologies/online-quizzes
4. Handouts … https://docs.google.com/document/d/1weObaooD_SqO-nGlJ5E9i68HrLyDgHavbmaKDfwm8WU/edit
5. PowerPoint Presentation … ICT Tech, Online Contexts, Productivity Tools, Create Gmail, Create Website, Create Webpage,
6. Others